Continuing education requirements to maintain occupational therapy licensure

Rehabilitation professionals' satisfaction with continuing education delivered at a distance using different technologies

This paper examines learner satisfaction with technologies used for distance delivery of continuing education across 10 Canadian sites: nine within the province of Alberta and one in Nunavut Territory. The technologies were satellite (or videotapes of) broadcasts, videoconferencing, and web-based technology. Learner satisfaction was evaluated using questionnaires. A survey on general issues related to continuing education was developed and mailed to random samples of health professionals and a convenience sample of stakeholders. The learners (n = 1,141) represented 20 types of health service providers who had attended at least one session delivered via satellite, videotape, or videoconferencing. Seven individuals completed the web-based course. Overall, the majority of participants were satisfied or very satisfied. In general, satellite delivery was received more favorably compared with videotapes of the same content. A total of 350 (33% response rate) health professionals and 37 (50% response rate) stakeholders returned the surveys. Nearly 50% of health professionals thought that clinical case presentations (rounds) were valuable to them, but over half of the stakeholders perceived that videotapes, rounds, and research seminars were valuable to health professionals. Ratings for the web-based course varied, indicating different learner characteristics. We conclude that it is possible to utilize multiple technologies to meet the continuing education needs of an interdisciplinary group of health service providers, but future research is needed to develop a framework for evaluating the usability of multiple existing and emerging technologies for distance education.

Mandatory continuing education: the future of occupational therapy professional development?

This literature review and analysis investigates continuing education in a variety of professions. It then examines the need for such legislative requirements in occupational therapy. Although there are some arguments which oppose the existence of mandatory continuing education requirements, they may be overshadowed by the many benefits which can be achieved by this type of decree. Currently, the state licensure board is the only mechanism that mandates continuing education requirements for occupational therapists. However, the National Board for Certification in Occupational Therapy (NBCOT) recently established the National Commission on Continuing Competency in Occupational Therapy. This body is currently developing national standards for continuing competency in occupational therapy. Nonetheless, occupational therapists in states where there are no mandatory continuing education requirements are encouraged to explore the potential benefits of such state regulations, and to work toward their implementation.